Symposium for Teaching and Learning with Technology

Ritzko and Maxwell:
Student teams interviewed key campus personnel by various means including audio, e-mail, polycom, face-to-face, and text chat. Students learned to use more formal, professional communication. They presented what they learned in a PowerPoint. She gave little PPT guidance, so they varied in effectiveness. May provide more guidance in the future. She gave one grade to each team; because it was obvious some team members didn't do much work, she will also rethink that grading policy. She would like to include more peer evaluations in the future.

Striedieck:
Used a wiki as a teaching/learning tool for the first time. She assumed students would be very familiar with wikis, but they were not. Used PBwiki (easy as making a PBJ sandwich.) Pairs of students served as wiki patrol for a particular week, not just description but interpretation and reflection.

Students spontaneously added features to the wiki. One added screen graphics. Once the wiki started filling with a lot of info, one student decided to create a portal, or index, to make it easy to find information.

Student Amber said when she had a hand in creating, she had a sense of accomplishment, and a better appreciation of what the Internet/tech is capable of. It was obvious to the class if someone didn’t post; there was accountability. She made sure she did work on time because she was accountable.

Wows and woes
Creative means to convey learning - ****
Interact with each other’s text and postings **
Share responsibility for producing and consuming work ****
Responsible digital citizenship ****